Cognitive Behavioral Therapy: an overview Amber Hammontree, LPC Clinical Trainer Georgia Families 360° GAPEC-1204-16 March 2016 1 Learning objectives • Understand the basic concepts of cognitive behavioral therapy (CBT) • Identify the symptoms/disorders that CBT is used to treat • Understand evidence-based treatment • Discuss the strengths and limitations of CBT as a treatment model 2 What is cognitive behavioral therapy? • Cognitive behavioral therapy (CBT) combines principals of both cognitive and behavioral therapies. • Cognitive therapy emphasizes the role of thinking in “how we feel and act.” • Therapy focuses on: ― Identifying negative patterns of thinking ― How to change these unhealthy thoughts to healthier beliefs Healthy thoughts will then lead to more desirable reactions and outcomes. 3 What is cognitive behavioral therapy? (cont.) • Behavioral therapy focuses on replacing damaging habits with pro-social behaviors through skill building. This is done by: ― Focusing on decreasing the connections between stimuli (people, situations or events) and negative reactions to them. ― Learning and applying new skills to improve reactions. Additional approaches to CBT Rational Emotive Behavior Therapy (REBT) Rational Living Therapy (RLT) Trauma Focused Cognitive Behavioral Therapy (TF-CBT) Dialectic Behavior Therapy (DBT) 4 Basic principles of CBT CBT focuses on exploring the relationship between thoughts, feelings and behaviors. What we think affects how we act and feel. Thought What we feel affects what we think and do. What we do affects how we think and feel. Feelings Behavior 5 CBT terminology • CBT views behavior as either "adaptive" or "maladaptive", "learned" vs "unlearned", and "rational" vs "irrational." • Behavior that is rational meets these three criteria: ̶ It is based on fact ̶ It helps us achieve our goals ̶ It helps us feel how we want to feel • Behavior that does not meet these criteria is not rational. 6 CBT fundamentals • CBT believes that maladaptive thought patterns are created from faulty perceptions about others, the world and themselves. • Individuals interact with the world through their personal view. If the individual’s view is incorrect or their reasoning is lacking, then emotions and behavior may become disordered. • CBT emphasizes the importance of individuals learning how to identify and change irrational thought patterns that have a influenced their behavior. 7 CBT fundamentals (cont.) • This healthier thinking can lead to feeling better and reacting better even if people, situations or events do not change. • CBT is generally a short-term treatment option that has been shown to effectively help individuals overcome a wide variety of maladaptive behaviors/ disorders. • While other forms of therapy can take months or years to resolve issues, CBT can achieve results in a shorter periods of time (a few weeks to a few months). 8 CBT fundamentals (cont.) • Changes with CBT tend to occur faster due to direct teaching by the therapist and routine homework for the individual to complete outside of the therapy setting. • The purpose of homework is to practice healthy ways of thinking and reacting to people, situations or events. • Homework assignments may make use of charting thoughts/feelings/behavior to reinforce healthy ways of thinking or practicing calming techniques such as relaxation, visual imagery and affirmations. 9 CBT fundamentals (cont.) It is important to understand that there are factors that affect the length of CBT. These include: • The condition of the individual at the start of treatment • The number of symptoms and their severity • The individual’s motivation to succeed • The individual’s expectations 10 Assessment • In order to overcome maladaptive and irrational thoughts and behaviors, a therapist begins helping the individual identify the problematic beliefs and behaviors. This is known as a functional assessment. • A functional assessment is the process of uncovering unhealthy patterns of thought and how they impact self-destructive behaviors and beliefs. Example of a functional assessment Ante ce d e n its Behaviors Short-Term Lo ng-T e rim {What happened {What dfd you do) Co n sequen ce s Co n se quen ce s before?) {What was the result 1 {What were the lasting second and X hour results?) following the behavior?) 1 told my foster mom 1 yelled back at her 1 felt betterfor ft/ly foster mom won't that 1 dtdn't have any standing up for myself tru st me wh en 1 teII her homework. 1 didn't do and then 1 started to so m eth ing. my homework and she feelbad aboutyelling found out and yelled at at her telling her a lie. me. 1 felt bad for yelling at 1 cut my arm with a pair 1 felt at peace because 1 now have more scars my foster mom and of scissors felt a release of on my arm. 1 have to telling a lie frustration. hide my arm from my foster mom so 1 won't get into trouble. 11 Assessment (cont.) During the assessment phase, the therapist may use other assessment methods, such as: • Self-report symptom inventories: Beck Depression Inventory, Beck Anxiety Inventory, State-Trait Anxiety Inventory • Problem lists: The therapist will ask the individual to identify 5 to 10 difficulties from the patient. 12 Assessment (cont.) Example of a problem list Problem Frequency Severity Impact Feelings of Occurs 4 out of 7 days Very intense when Highly distressing; worthlessness present. Sometimes influences school work involves self-harming and social/ relationships and suicidal thoughts Socially Isolated Stay at home 6 out of 7 Severe isolation Highly distressing; days Limited social contacts; socially debilitating, stopped cheerleading estrangedfrom peers/ friends Fatigue Occurs daily Moderateto severe Decreased activity level, Impacts ability to focus falls asleep in class, at school and while inability to stay on task completing homework and complete assignments. 13 Treatment strategies • Following the assessment phase, the therapist will teach the individual how to identify distorted cognitions, how to discriminate between their own thoughts and reality, learn about how thinking influences their feelings and how to monitor their own thoughts. • The therapist will work with the individual by challenging maladaptive thoughts and beliefs, teaching, modeling/ roleplaying positive coping skills (i.e., problem solving, communication skills, relaxation skills, identifying alternative activities). 14 Evolution of CBT • Due to the increased focus on trauma and the use of trauma sensitive treatment, a new form of CBT was developed. • The goal of TF-CBT is to help address the biopsychosocial needs of individuals who have suffered trauma. • TF-CBT combines trauma-sensitive interventions with cognitive behavioral therapy. Additional information on TF-CBT will be presented in a separate training. 15 What is an evidence-based treatment? • Evidence based interventions (EBIs) are treatments that have been proven effective through outcome evaluations. • EBIs are treatments that are likely to be effective in altering target behavior if executed in the manner in which it was designed/researched. • EBIs are only useful for a specified range of problems, which means that the treatment provider must pair the correct treatment to the right situation. 16 CBT as evidence-based intervention CBT is effective for a variety of conditions: • Mood Disorders • Anxiety • Addictions/dependence (substance abuse, gambling) • Attention Deficient Hyperactivity Disorder • Conduct disorders/oppositional defiant disorder • Low self-esteem • Grief and loss 17 Examples of CBT use • A 14 year-old male who has been struggling with cannabis abuse has frequent anger outbursts and is noncompliant with simple requests. • A 17 year-old female who is suffering from depression and low self-esteem participates in self- harm activities (cutting). She had a two prior suicide attempts. 18 Examples where CBT would not be appropriate • A 4-year old male who has been diagnosed with an expressive language disorder and has frequent anger outbursts and difficulty self soothing • A 12-year old female who has a below average IQ and struggles with processing information becomes frustrated and bangs her head against the wall and scratches herself 19 Strengths of CBT • CBT is instructive and structured (teaches/skills building) • CBT is a short-term treatment option • CBT emphasize getting better rather than feeling better (correcting the underlying behavior creates long-term results) • CBT is cross-cultural (based on universal laws of human behavior) and uses client focused goals • CBT can be researched (techniques are clearly defined) 20 Limitations of CBT • CBT may not be effective for individuals with more complex mental health issues or those with learning difficulties because the client needs to have the capacity to bring change to themselves. • CBT can be used with children, adolescents and adults, but tends to work best with older children and teens. • CBT has a narrow focus and ignores important issues like family, personal history and wider emotional problems. • Attending regular CBT sessions and carrying out extra work between sessions can be time consuming. • CBT focuses on the “here and now” so it may not address the possible underlying causes of mental health conditions. 21 Resources • National Alliance on Mental Illness: www.nami.org/Learn-More/Treatment/Psychotherapy • The Anxiety Network: http://anxietynetwork.com/content/cognitive-behavioral-therapy • Mayo Clinic: www.mayoclinic.org/tests-procedures/cognitive-behavioral- therapy/basics/definition/prc-20013594 • The American Institute for Cognitive Therapy: www.cognitivetherapynyc.com/helpful-links.aspx 22 Questions 23 .